The Jerry Watson 30 year old murder case Research Paper

The Jerry Watson 30 year old murder case - Research Paper Example Fingerprints from car were also recorded.. However, these initial investigations could not provide any lead towards the identification of the murderer. The case could not be solved then. However, this case was reopened again and Laura Casey started the job of examining the old fingerprints for any fresh leads. The FBI’s â€Å"Integrated Automated Fingerprint Identification System† proved a boon for the case to go ahead, as Casey was able to pinpoint a few suspects within very short time. While Jerry Watson was serving his term in the jail, Herout could identify him as the murderer, a few days before his scheduled release. The trial against Watson started after almost 30 years of the crime. The new technology that was incorporated with the finger print identification system helped the detective to name the culprit. While the stolen car was found a few blocks away from Watson residence, it further confirmed the senior detective Herout’s doubt about Watson being the killer. ... In addition, the latest DNA matching technique also helped the detectives involved in this case to identify the killer. Case overview and summary Although the murder of Carroll Bonnet remained mystery and the case was stuck in the old files’ cabinet for almost 30 years, the new technology of fingerprint identification helped the senior detective Herout and his collogue Laura Casey to identify the killer and provide justice to the departed soul. Crime details During 1978, the victim Carroll Bonnet was brutally murdered in his apartment. As the killer had tried to wash off the evidence and bloodstains, police investigators collected finger and palm prints from the apartment’s bathroom. The initial investigation also revealed that car belonging to victim was stolen. (30-Year-Old Murder Solved, nd) Initial investigation The investigating team processed finger and palm prints collected from the victim’s bathroom. However, they could not reach any conclusion and in the absence of any lead, the case just lingered on. The stolen car was found in Illinois and investigators collected latent finger and other prints from it. The evidence collected and the finger as well as the latent prints could not match with any record in the state and local criminal fingerprint files. Faced with such a situation, the investigators made enquiries from agencies outside Nebraska, for finding any possible matches. However, nothing worthwhile was found. This resulted in the case to remain cold for almost three decades. (Michelle, 2012) Case reinvestigated An enquiry received by the Omaha Police department, during second half of 2008 prompted for the case reopening. There was a reason to start the investigations

Analysis for( drugs and body class) Essay Example | Topics and Well Written Essays - 500 words

Analysis for( drugs and body class) - Essay Example Cocaine was banned in the United States when the cases of cocaine related deaths became over 5000 in 1914 (Platt, 17). This is because people were snorting cocaine and this had an effect on their body by causing nasal damages. Cocaine has its important aspects since it helps to reduce pain for patients undergoing surgery. Cocaine is used as an anesthetic in eye surgery and used to treat morphine addiction. The use of cocaine was glamorized in the 1980s because it had become famous for its uses and since it is a highly addictive stimulant that produces profound feelings of pleasure. Platt stated that cocaine was popularized by dealers and glamorized by the Hollywood media in the 1980s despite its devastating effects in the society. Cocaine is introduced to the body using various ways depending with how the individuals wanted to satisfy their body systems. Cocaine can be snorted, injected in body, smoked, or eaten (Platt, 20). Cocaine was glamorized in the 1980s because it is a powerful stimulant and directly affects the brain. Platt stated that the drug introduces a sense of exhilaration in the user primarily by blocking the reuptake of the neurotransmitter dopamine in the midbrain. The use of cocaine makes the user a slave to drug since it makes the individual want more drugs to gratify the body’s needs. Cocaine was expensive but people still bought the drug to make their bodies’ active, decrease fatigue and to increase concentration in various activities like learning abilities. In the movie Al Pacino Scarface, a story is told of Alpacino the Cuban refugee who goes to Miami with nothing and rises up to become a powerful drug top dog. The movie shows how people are addicted to cocaine and are involved in dangerous criminal activities like drug trafficking to satisfy their needs. Other movies that portray the use of cocaine include; Trainspotting

The Prairie is My Garden and The Old Settlers Essay

The Prairie is My Garden and The Old Settlers - Essay Example Comparing these two artworks, it would be worthy to admit that the artist mastered to use almost the same background but the individuals depicted are absolutely different. Different is the weather, colors, and width of brush strokes. Both works are magnificent and authentic. Both of them depict the character of their creator. Dunn himself was a son of homesteaders, probably this was a reason for his aspiration for painting prairies and small houses. There are houses placed not far away, on the line of the horizon. The line of the horizon lies upper than the middle part of the painting. The lines are clear, the prairie is performed with the help of the wide brush strokes, small details on people are more accurate. The shapes looks very natural, the plain prairie is connected with right angles of the houses and the roundish shapes of a woman and a girl. The heavy weight of a land is balanced with the light sky. The lightest part of the painting is the sky. Overall impression of the pai nting is light. It is a day time and everything is rather light and bright, and the weather is good. The space is shown three-dimensional due to the usage of the perspective – houses seem to be small and people are big. Colors are mild, the balance is reached due to the composition of the ground and objects, the emphasis is put on the human figures. The second artwork, â€Å"The Old Settlers,† also oil on canvas, depicts the two old people, a man and a woman, who are standing near each other. They are also located in the prairie. .

Vocabulary Learning Strategies

Vocabulary Learning Strategies Related researches in China In China, researches on students learning styles have attracted a lot of researchers to this area. The most impressive researches are conducted by Wang Churning (1988) and Hu Xiaoqiong (1997). Employing Reids Perceptual Learning Style Preference Questionnaire (PLSP), Wang Churning (1988) conducted a large scale research in Guangdong University of Foreign Studies. The participants were 490 English major students from freshmen to senior students. Four conclusions were made from his findings: firstly, individual difference of learning styles did exist among English major students. The most favored style was tactile learning style and group learning style the least favored; secondly, the length of learning time could affect students learning styles and students from different grades had the tendency of presenting different learning style preference; thirdly, there were great similarities of learning styles shown by male and female students; finally, learning styles were related to the le arning achievements and visual learning style was always preferred by students who possessed low English proficiency of listening and reading. Hu Xiaoqiong (1997) also employed Reids Perceptual Learning Style Preference Questionnaire (PLSP), with some modifications, to conduct research on 236 students of English major, from freshmen to juniors. His findings further proved Wangs research finding that students preferred tactile learning style most during their learning process. Apart from this, he also stated that students of English major preferred multi-dimensional learning styles instead of a single one. Adopting Keef and Monk Learning Style Profile, Yu Xinle (1997) tested 149 students of English majors from three universities in Beijing. According to his findings, no correlation could be found between learning style preference and gender difference, and no significant learning style preference existed between male and female students. However, sequential learning styles and memory learning styles had significant correlation with English learning achievements. From the researches mentioned above, it could be concluded that researches on learning styles are relatively few and almost all the researches are conducted among English major students, and researches on perceptual learning styles of non-English major students are greatly lacking. Therefore, further researches of perceptual learning styles are extremely needed to be conducted and explored in great detail to non-English major students for their learning style preference. Chapter 3 Literature review on learning strategies The importance of learning strategy as the key variable to influence individual learning difference in the acquisition of second language area is a topic that has drawn the attention of researchers worldwide. The following view of literature will present a brief history of learning strategy from the mid- 1970s to the present. Background of learning strategies Teachers and researchers have long noticed the fact that only seeking for the perfect teaching models cannot assure the success of students language learning. Under the same language input, not all the students can achieve the same success as others; some students obviously learn better than others. Learning is a two-way communication. Teachers and students need to work together. Neither of them can make the final success of language learning with the neglect of the other. Oxford (1990) clearly states that research interest has been shifted from what students learn or acquire to how students gain language, that is to say, from the product or outcome of learning and acquisition to the process of learning and acquisition. In a word, the focus has shifted from teachers to learners, and from learning and teaching results to learning and teaching processes. Researches on learning strategy have started from the mid-1970s abroad. Since then, a great number of researchers have become int.: ested in this area. Researchers, such as Oxford Nyikos (1989), OMalley Chamot (1990), Oxford (1990), Wenden (1991), Nyikos Oxford (1993), Sa-ngiam (1994), Ehrman Oxford (1995), Eugene (2001), Nisbet (2002), Griffiths (2003) and so on, have guided the strategy research direction and have greatly contributed to the theory development. Their general research focus includes: studies on learning strategies employed by good or successful language learners, studies on learning strategy definitions and classifications, studies on influencing variables on learning strategy use and on the application of learning strategy theories to language learning and teaching. With the development of strategy researches, classifications of learning strategies have been constantly enriched and perfected. Rubin (1975) first, and shortly after, Stern (1975) publish their stud ies on the learning of good or successful second language learners, which starts the new threshold of research in second language acquisition (Cited by Oxford, 1990). On the basis of previous researches, Freeman (1991) briefly points out that good language learners have the characteristics of willingness and accuracy and have a strong desire to communicate even at the risk of appearing foolish. They also pay attention to language form and meaning in their conversation. Moreover, they practice and monitor their own speech and speech of others. In the 1990s, researches on learning strategies have achieved great success. OMalley Chamot (1990) and Oxford (1990) propose more impressive classifications of learning strategies that have led to a spate of significant researches in this field. Wenden (1991) outlines the schema of learning strategies that includes cognitive strategies (selecting input, comprehending input, storing input, and retrieving input) and self-management strategies (p lanning, monitoring, and evaluating). Cohen (1998) identifies that strategies consist of language learning strategies and language use strategies and states that the two strategies are the processes consciously selected by learners and can enhance students learning through the storage, retention, recall, and application of information. Another interesting topic related to learning strategies is strategy training. Different names have existed for the application of strategy use to learning, such as learner training, learning-to-learn training, learner methodology training, and methodological initiation for learners. OMalley Chamot (1990) state that learning strategies are not the preserve of highly capable individuals and could be learned by others. Oxford (1990) also emphasizes the teachability of learning strategies. Their views have laid the foundation of strategy training programs. Currently, many researchers are devoting themselves to designing and executing strategy training programs, especially for inexperienced learners. Definitions of different strategies Strategies The concept of strategy derives from the Greek term strategia which means generalship or the art of war. In nonmilitary settings, it means a plan, step, or conscious action toward achievement of an objective (Oxford, 1990). Researchers, such as OMalley Chamot (1990), Oxford (1990), Wenden (1991), Ellis (1994), and Cohen (1998), have contributed greatly to the development and application of learning strategy theories. However, in educational settings, it has been variously described as fuzzy (Ellis, 1994), no consensus (Wenden, 1991), and conflicting views (Cohen, 1998). Certainly, a brief review of literature will indicate the plethora of different terms for strategy, such as techniques, tactics, potentially conscious plans and so on. There is little consensus regarding what a strategy is. Defining strategy is a difficult task and each definition will cause the controversial views easily. Researchers always emphasize this or that aspect of learning strategies when rendering the definition. For example, Brown (1994) holds the view that strategies are referred to as specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planned designs for controlling and manipulating certain information. However, Ellis (1994) proposes that strategies consist of mental or behavioral activity related to some specific stage in the overall process of language acquisition or language use. Cohen (1998) defines strategies as the process consciously selected by learners. From the above definitions, it could be noticed that Brown tends to define strategies just as behavioral actions. However, Ellis emphasizes both the mental and behavioral aspects. Cohen mainly focuses on the element of cons ciousness when rendering the definition, which is not mentioned by Brown and Ellis. The writer would like to define strategies as both mental and behavioral actions consciously selected by learners when solving the problems in this study. Learning strategies and language learning strategies Learning strategies have considerable potential for enhancing the process of learners language learning and help learners know how to learn more meaningfully, successfully and automatically. Same problems exist when researchers define learning strategies. Different researchers emphasize different aspects of learning strategies. For example, Weinstein Mayer (1986) hold the view that learning strategies are the behaviors and thoughts that a learner engages in during learning which are intended to influence the learners encoding process (Cited by Ellis, 1994); however, Oxford (1990) expands the definition as specific actions taken by the learner to make learning faster, more enjoyable, more self-directed, more effective, and more transferable to new situations; Cohen (1998) defines it as the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language. Language learning strategies are language specific. Thu s the writer of this study is more likely to define learning strategies as behavioral and mental actions consciously selected by learners during learning process. And language learning strategies are behavioral and mental actions consciously selected by learners during language learning process. Classifications of learning strategies Different scholars classify learning strategies from different angles and a large number of classifications exist. In the following part, the more comprehensive and elaborate classifications will be discussed, including OMalley Chamots and Oxfords classifications. OMalley Chamots classification OMalley Chamots classification is based on information processing theory and draws on the work of cognitive psychologists who introduces and develops the concepts of declarative and procedural knowledge. Generally speaking, declarative knowledge can be described as a kind of factual information which is stored in the mind and is related to the question of what they are and procedural knowledge is about checking rules and is associated with the question of how to do. OMalley Chamots research project provides a rationale and approach in cognitive theory for discussing learning strategies in second language acquisition. Cognitive theory has explained adequately how information is stoizd in memory and what processes are entailed in learning. It states that learning strategies are stored in peoples mind in the form of declarative or procedural knowledge. In cognitive theory, learning strategies are represented as complex cognitive skills that follow the same general rules as other form s of procedural knowledge. Learning strategies begin as declarative knowledge and gradually go through associative, and autonomous stages with practice and experience. Cook (1993) further explains this by using Andersons three developmental stages theory in second language acquisition: firstly, in the declarative stage, intensive attention is involved to the new language and deliberate efforts are made to understand the new language; secondly, in the compilation stage, procedural knowledge is acquired and gradually less conscious attention is needed; thirdly, the automatic processing like native speakers is finally formed. OMalley Chamot (1990) illustrate learning strategies as mental and socio-affective processes, emphasizing learner interaction with the language in order to foster acquisition. They present three categories of learning strategies, including metacognitive, cognitive, and social/affective strategies. They point out that metacognitive strategy encompasses executive process that mainly includes planning, monitoring and evaluating strategies. Planning is the strategy used by learners for organizing of the written or spoken discourses. Monitoring is the strategy used by learners for checking ones comprehension during the process of learning. And evaluating is the strategy used by learners for checking the outcomes of ones own language learning. Cognitive strategies involve the direct manipulation of materials to be learned. Strategies concerning cognitive strategy are mental or behavioral aspects. For example, learners can link new information to previously acquired concepts mentally or physically so that they can group the learning items in meaningful categories or summarize the important information. Other frequently used cognitive strategies are resourcing, repetition, grouping, transfer and translation and so on. Social/affective strategies are used when learners interact with ot her persons in order to assist their learning. For example, learners often ask questions for clarification or use some kinds of emotional control to promote their learning. Oxfords classification Almost at the same time, Oxford (1990) offers more comprehensive and full-scale language learning classification. Her classification research on language learning strategies has great influence on second language acquisition. She makes a distinction between what she calls direct and indirect strategies and explains the relationship between them by an analogy of a theatre. Direct strategies consist of memory, cognitive, and compensation strategies. This kind of strategies deals with the new language and is like the performer in a stage play who works with the language itself in a variety ofà ¢Ã¢â‚¬Å¡Ã‚ ¬specific tasks and situations. Indirect strategies comprise metacognitive, affective, and social strategies and are compared as the director who takes the responsibility for the general management of the play. Firstly, three types of direct strategies are discussed, including memory, cognitive, and compensation strategies. Memory strategies are learning strategies that help students store and retrieve new information and mainly include strategies, such as grouping or inferencing, creating mental linkages, and applying images and sounds. Cognitive strategies are strategies that enable learners to understand and produce new language by a variety of different means. Summarizing and reasoning deductively are examples of cognitive strategies. Additional examples includ practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input and output. Compensation strategies are strategies that allow learners to use the language despite their large gaps in knowledge base. Guessing intelligently, using synonyms, and overcoming limitations in speaking and writing are included in this type of strategies. Secondly, indirect strategies include metacognitive strategies, affective strategies and social strategies. Metacognitive strategies are language learning strategies, such as planning for language tasks and setting goals that provide a mechanism for individuals to coordinate their own learning process. Affective strategies are strategies that help learners gain control over emotions, attitudes, motivations, and values. To lower their anxiety, learners can listen to music or make positive statements or reward themselves to become high-spirited or try to take their emotional temperature to concentrate on their learning. Social strategies are strategies that involve interaction between and among learners. When they have classroom collaborative activities, learners could use social strategies to help them to obtain information they need, for example, strategies of asking questions, cooperating with others, and empathizing with others. The classification of learning strategies is still controversial. Oxfords classificatory system is different from OMalley Chamots, but there is similarity between them. For example, both of the two classifications include the category of metacognitive strategy which involves the process of thinking, planning, monitoring and evaluating. OMalley Chamots (1990) classification emphasizes more on metacognitive and cognitive strategies and lesser focus on social/affective strategies. In their classification, they provide cognitive theories to support the classification of their learning strategies. However, Oxfords classification is more comprehensive and offers six types of learning strategies with an emphasis both on direct and indirect functions of strategies. In addition, Oxfords classification addresses the social and affective components, which are less developed in OMalley Chamots classification. Moreover, Oxfords classification system can be measured by her widely recognized Strategy Inventory for Language Learning (SILL). For these reasons, Oxfords classification system and the accompanying strategy inventory are more acknowledged in the academic world and are always approved by researchers who are interested in this field. Related research in China Wen (2003) identifies two distinctive development stages of learning strategies in China. The two stages are respectively named as the budding stage and the full developing stage. The budding stage is from 1984 to 1992, and the full developing stage is from 1993 to 2003. In the former stage, Huang (1984) publishes her postgraduate dissertation An investigation of learning strategies in oral communication that Chinese EFL learners in China employ, which has laid the foundation of Chinese research on learning strategies. In the latter stage, a large number of researchers have made great contributions both in theory and practice in this field. It is worth noticing that researches of learning strategies in todays China have entered the flourishing age. In theoretical aspect, Wen (1996) has put forward the classification system of learning strategies. She classifies strategies into two groups: management strategies and language learning strategies. Management strategies comprise aim estab lishing, planning, strategy selecting, self-monitoring, self-evaluating and self-adjusting. Language learning strategies can be subdivided into traditional and non-traditional strategies. Traditional language learning strategies consist of form-focused strategies, accuracy strategies, and using-mother tongue strategies. Non-traditional strategies are made up of meaning-focused strategies, fluency strategies and mother-tongue avoidance strategies. Based on her classification, many studies are conducted, such as Wen Qiufang and Wang Haixiao (1996a, 1996b), Wen Qiufang (1996c), Qin Xiaoging(1998) and the like. Wen and Wang (1996) conducted the comparatively important research on sophomores of non-English majors and one of their research findings was that correlation existed between learners belief and their choice of learning strategies. There are a large number of empirical studies on learning strategies in different language learning areas. For example, Wu Yian and Liu Runging (1993) investigated the psychology and social-psychology factors that affected students English language learning. According to the results of their studies, the strategy use had no effect on English achievements. Liu Shaolong(1996) chose 7 adult middle school teachers to investigate the influence of background knowledge on learning strategy choice in listening. After data analysis, he pointed it out that background knowledge did have great influence on the choice of strategy use in listening. Hou Songshan (1998) examined the effect of task types and gender difference towards the choice of communicative strategy use. His participants were sophomore students of English major from PLA Foreign Language College. His findings proved that task types could affect the choice of communicative strategy use. Males and females had different choice of com municative strategy use. Wu Xia Wang Qiang (1998) investigated strategy use on vocabulary learning. He conducted research on sophomore students of non-English major students in Beijing Normal Universities. According to their findings, metacognitive and cognitive strategies were frequently used by students when learning vocabulary. And good language learners employed more vocabulary learning strategies than those of bad language learners. Wang Yu (2002) conducted strategy research on sophomore students in Suzhou University. His research findings were that strategies, such as metacognitive, form-focused, meaning-focused, using-mother tongue, and social/affective strategies could account for students different listening abilities to a large extent. Thus, according to Wen (2003), all researches of learning strategies fall into two categories: macro and micro aspects. In macro-aspect, researches usually focus on the general situation of learners beliefs and learning strategies; and in micro-aspect, researches often concentrate on the strategy use in different language learning areas, for example, strategies use in speaking, listening, reading and writing areas. References Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. N.J.: Prentice Hall. Brown, H. D. (1994). Principles of language learning and teaching (3rd). New York: Pearson Hall Regents. Bailey, B. Onwuegbuzie, A. J. Daley, C. E. (2000). `Using learning style to predict foreign language achievement at the college level. System, 1, 115-133. Cook, V. (1993). Linguistics and second language acquisition. United Kingdom: Macmillan Publishers Ltd. Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Addison Wesley Longman. Decapua, A. Wintergerst, A. C. (2005). `Assessing and validating a learning style instrument. System, 1, 1-16. Dunn, R. Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Westport, Conn: Bergin Garvey. Eliason, P. (1995). Difficulties with Cross-Cultural Learning Styles Assessment. In J. M. Reid (Ed.), Learning Styles in the ESL/EFL Classroom (pp. 19-33). Boston: Heinle Heinle. Ellis, R. (1994). The study of second language acquisition. New York: Oxford University Press. Ehrman, M. E., Oxford, R. L. (1995). `Cognition Plus: Correlates of Language Learning Success. The Modern Language Journal, 1, 67-89. Eugene, S. S. (2001). `The relationship between learning style and cognitive style. System, 30, 609-616. Ehrman, M. Leaver, B. L. (2003). `Cognitive styles in the service of language learning. System, 3, 393-415. Ehrman, M. E. Leaver, B. L. Oxford, R. L. (2003). `A brief overview of individual differences in second language learning. System, 31, 313-330. Freeman, D. L., Long, M. H. (1991). An introduction to second language acquisition research. New York: Longman. Griffiths, C. (2003). `Patterns of language learning strategy use. System, 31, 367-383. Hauer, P. Straub, P. Wolf, S. (2005) `Learning Styles of Allied Health Students Using Kolbs LSI. Scholarly Journal 3. Johnson, K. (2001). An introduction to foreign language learning and teaching. South Asia: Pearson Education Limited. Lardner, T. (1989). `Rethinking classrooms: Perspectives on Teaching and Learning Styles. English Journal, 8, 88. Malinsky, M. (2001). Matched learning styles of teacher and student. Ann Arbor, Mich.:UMI. Melton, C. D. (1990). `A Study of Chinese Students Learning Style Preferences. RELC Journal,1, 29-44. Nyikos, M. Oxford, R. (1993). `A Factor Analysis Study of Language-learning Strategy Use: Interpretations from Information-Processing Theory and Social  Psychology. The Modern Language Journal, 1, 11-12. Nam, C. Oxford, R. (1998). `Portrait of a future teacher: case study of learning styles, strategies, and language abilities. System, 26, 51-63. Numan, D. (1999). Second language teaching and learning. Boston: Heinle Heinle. Nisbet, D. L. (2002). Language learning strategies and English proficiency of Chinese university students. Ann Arbor, Mich: UMI. Nelson, G. L. (1995). Cultural differences in learning styles. In J. M. ReO (Eds), Learning Styles in the ESL/EFL Classroom (pp. 3-18). Boston: Heinle Heinle. Oxford, R. Nyikos, M. (1989). `Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 3, 291-300. OMalley, J. M., Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press. Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle Heinle. Reid, J. M. (1987). `The Learning Style Preferences of ESL Students. TESOL Quarterly, 1, 87-111. Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. Boston: Heinle Heinle. Riding, R., Rayer, S. (1998). Cognitive styles and learning strategies. London: David Fulton Publishers. Rossi-le, L. (1995). Learning Styles and Learning Strategies in Adult Immigrant. In J. M. Reid(Eds), Learning Styles in the ESL/EFL Classroom (pp. 118-125). Boston: Heinle Heinle. Sa-ngiam, T. (1994). A comparison of language learning strategies of Thai university students in acquiring English proficiency. Ann Arbor, Mich: UMI. Tian, F. (2003). A Research on Learning Style of Chinese English Learners and Its correlation with Learners Learning Strategies. Unpublished masters thesis, Bei Hang University, BJ. Wenden, A. (1991). Learner strategies for learner autonomy: Planning and implementing learner strategy training for language learners. N.J.: Prentice Hall. Wintergerst, A. C. Decapua. A. Itzen, R. C. (2001). The construct validity of one learning instrument. System, 3, 385-403.

Christopher Columbus Case Essay

Christopher Columbus is one of the most well-known explorers in history. Christopher Columbus had many voyages that he had done throughout the years. There was several letters that he had written, one regarding his first voyage was to Luis de Santangel that explained what he had found, and the way he felt during his voyage. Another was his fourth voyage to Ferdinand and Isabella, in which he shows sorrow and regret for his discoveries. In the letters that Christopher Columbus had written his tones were very distinct and different. It is hard to think that it is even the same person wrote the two letters. Columbus made a complete change from arrogant to humble in his attitude. The letter that Christopher Columbus had written to Luis de Santangel was regarding his first voyage and his tone in this letter can be described as very eager, passionate, and anxious for his upcoming voyages. When reading the first letter you can tell that he is excited just by the way he describes the way the island looks. He goes in great length about the marvels of the new lands he encounters. He explains them as he is a child experiencing something new for the first time. â€Å"All are most beautiful, of a thousand shapes, and all are accessible and filled with trees of a thousand kinds and tall, and they seem to touch the sky† and â€Å"Espanola is a marvel†. Christopher Columbus radiates his excitement through his letter to Luis de Santangel. Christopher Columbus almost feels as he truly has the whole world at his finger tips, and awaits more. In His letter Regarding the Fourth Voyage that was to Ferdinand and Isabella you see a much different demeanor about him. Very pessimistic and down attitude surrounds his writing. He speaks of â€Å"weeping† when he thinks about the lands that he has found, due to the fact that they are pretty much barren. He goes on by saying people are dying them daily because of the audacity that people have there, imprisoning people, and taking their lands. He goes on deeper by explaining how he has grown old and grey. â€Å"Not a hair on his body that isn’t gray†. He states how everyone is trying to explore and plunder without any knowledge of exploration or any heart for the matter, just trying to get a piece of the action. I think he feels somewhat betrayed, and asks mutual punishment for Alonso de Ojeda, who is the man that took almost everything he had. â€Å"The same punishment is due to him who robbed me of the pearls, and to him who infringed my rights as admiral†. Christopher Columbus is one of the most well-known explorers of all time. Columbus’ life was a voyage in itself. While he rose to fame as an outstanding explorer, he also had terrible lows in his life. During his voyages, Columbus wrote letters documenting his experience. His tone and diction in Letter to Luis de Santangel Regarding the First Voyage is upbeat and hopeful, while his tone in the Letter to Ferdinand and Isabella Regarding the Fourth Voyage is full of sadness. His series of four voyages between 1492 and 1504 produced a brief moment of wonder following by a longs series of disasters and disappointments, which reflect his attitudes at these different times in his life.

Article Rebutal Essay

The flu shot. Should you or shouldn’t you get one? That is a very common question to ask as flu season quickly approaches. The Mayo Clinic offers an article on their website stating that the best way to avoid the flu is primarily by means of vaccination. Does this mean one cannot avoid the flu if they don’t receive the immunization? What happens to the people who cannot afford the shot, or those who cannot access the places to receive one? Is one to be plagued by sickness if they were to go against injecting the inoculation? While the Mayo clinic itself is a reputable hospital and research facility, the article, â€Å"Flu shot: Your best bet for avoiding influenza† (Mayo 2012) offered no evidence or support for the claim. There was support for avoiding getting the flu, but no proof that the shot itself would offer such protection. After further investigation, there were numerous studies repudiating the claims that are made regarding the efficacy of the flu shot. One such study (which was actually pro-vaccination) stated that the shot only provided moderate protection and was lacking in evidence in the 65 and up age range (Lancet). In another finding, namely the leaflet that comes inside the drugs packaging, the insert for FLULAVAL states â€Å"there have been no controlled trials adequately demonstrating a decrease in influenza disease after vaccination with FLULAVAL†. Then why take it? While the side effects of the flu shot can be mild such as soreness at the injection site or aching muscles, they can also be as severe as an allergic reaction causing, guess what, flu like symptoms. Who wants that? Plus there is the chance that the vaccines don’t match the viruses circulating (Mayo). Now wait a minute, somebody is predicting the upcoming viruses and then making the immunization? How does that work? Are these same people consulting a crystal ball or palm reading the other doctors and scientists by any chance? While it may be medically necessary for a person to receive an influenza vaccination while in a hospital setting or nursing home, the bottom line is sick people get sick while healthy people do not. To avoid the flu this season, eat well, exercise regularly, manage stress and take some vitamins. Keep your hands clean by washing them regularly and avoid touching your eyes, nose and mouth whenever possible but especially if the hands are not clean. Prevention is still the best medicine and as Thomas Edison so fabulously quantified, â€Å"The doctor of the future will give no medicine, but will interest her or his patients in the care of the human frame, in a proper diet, and in the cause and prevention of disease†. References (Sept. 2012) Mayo Clinic Staff. Flu shot: Your best bet for avoiding influenza retrieved online from: http://www.mayoclinic.com/health/flu-shots/ID00017 (Jan 2012). The Lancet Infectious Diseases, Volume 12, Issue 1, Pgs 36 – 44, retrieved online from: http://www.naturalnews.com/033998_influenza_vaccines_effectiveness.html (Oct 2011). Adams, M. Natural News, retrieved online from: http://www.naturalnews.com/033998_influenza_vaccines_effectiveness.html

The Red Turban Rebellion in China

The Red Turban Rebellion in China Disastrous floods on the Yellow River washed away crops, drowned villagers, and changed the rivers course so that it no longer met up with the Grand Canal. The hungry survivors of these catastrophes began to think that their ethnic-Mongol rulers, the Yuan Dynasty, had lost the Mandate of Heaven. When those same rulers forced 150,000 to 200,000 of their Han Chinese subjects to turn out for a massive labor corvee to dig out the canal once more and join it to the river, the laborers rebelled. This uprising, called the Red Turban Rebellion, signaled the beginning of the end for Mongol rule over China. The first leader of the Red Turbans, Han Shantong, recruited his followers from the forced laborers who were digging out the canal bed in 1351. Hans grandfather had been a sect leader of the White Lotus sect, which provided the religious underpinnings for the Red Turban Rebellion. Yuan Dynasty authorities soon captured and executed Han Shantong, but his son took his place at the head of the rebellion. Both Hans were able to play upon their followers hunger, their displeasure at being forced to work without pay for the government, and their deep-seated dislike of being ruled by barbarians from Mongolia. In northern China, this led to an explosion of Red Turban anti-government activity. Meanwhile, in southern China, a second Red Turban uprising began under the leadership of Xu Shouhui. It had similar complaints and goals to those of the northern Red Turbans, but the two were not coordinated in any way.   Although the peasant soldiers originally identified with the color white (from the White Lotus Society) they soon switched to the much luckier color red. To identify themselves, they wore red headbands or hong jin, which gave the uprising its common name as the Red Turban Rebellion. Armed with makeshift weapons and farm implements, they should not have been a real threat to the Mongol-led armies of the central government, but the Yuan Dynasty was in turmoil. Initially, an able commander called Chief Councillor Toghto was able to put together an effective force of 100,000 imperial soldiers to put down the northern Red Turbans. He succeeded in 1352, routing Hans army. In 1354, the Red Turbans went on the offensive once more, cutting the Grand Canal.  Toghto assembled a force traditionally numbered at 1 million, although that is no doubt a gross exaggeration.  Just as he began to move against the Red Turbans, court intrigue resulted in the emperor dismissing Toghto. His outraged officers and many of the soldiers deserted in protest of his removal, and the Yuan court was never able to find another effective general to lead the anti-Red Turban efforts. During the late 1350s and early 1360s, local leaders of the Red Turbans fought among themselves for control of soldiers and territory. They expended so much energy on each other that the Yuan government was left in relative peace for a time. It seemed as if the rebellion might collapse under the weight of different warlords ambition. However, Han Shantongs son died in 1366; some historians believe that his general, Zhu Yuanzhang, had him drowned. Although it took two more years, Zhu led his peasant army to capture the Mongol capital at Dadu (Beijing) in 1368. The Yuan Dynasty fell, and Zhu established a new, ethnically-Han Chinese dynasty called the Ming.